Instructional Readiness in the Inclusive STEM Classroom

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dc.contributor.authorWilliams, Thomas O. Jr.en
dc.contributor.authorErnst, Jeremy V.en
dc.contributor.authorRossi, Louisen
dc.contributor.departmentSchool of Educationen
dc.date.accessioned2021-03-02T19:02:00Zen
dc.date.available2021-03-02T19:02:00Zen
dc.date.issued2020-12en
dc.description.abstractSince the implementation of school inclusion, STEM educators have been tasked with serving an increasing number of students with disabilities in their classrooms. Often this requires that STEM educators and Special educators work together in the same classroom. Although their initial instructional preparedness is very discipline specific, the increase in inclusive STEM education classrooms has created new opportunities for both STEM educators and Special educators to collaborate. This study utilizes the National Teacher and Principal Survey to identify similarities and differences in perceived readiness for beginning secondary STEM educators and Special educators in instructional best practices necessary to facilitate students with disabilities in the inclusive STEM education classroom. While no statistically significant differences in perceived readiness scores were found within STEM educators, Special educators had statistically significantly higher perceived readiness scores than STEM educators both collectively and individually.en
dc.format.mimetypeapplication/pdfen
dc.identifier.issue3en
dc.identifier.urihttp://hdl.handle.net/10919/102516en
dc.identifier.volume121en
dc.language.isoenen
dc.rightsCreative Commons Attribution-NonCommercial 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/en
dc.subjectSpecial Educationen
dc.subjectSTEM Educationen
dc.subjectNational Teacher and Principal Surveyen
dc.subjectDifferentiated Instructionen
dc.subjectBehavior Managementen
dc.subjectData-driven Instructionen
dc.titleInstructional Readiness in the Inclusive STEM Classroomen
dc.title.serialJournal of STEM Educationen
dc.typeArticle - Refereeden

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